Studied the efficacy of Peer-Assisted Learning Strategies for First-Grade Readers (PALS-1) with children of varying reading ability and the impact of adding 8 to 10 hours of phonological awareness instruction by computer to the PALS-1 curriculum for low-achieving students. Results for 183 first graders show that PALS-1 enhanced reading ability,…

A study involving 28 teachers found Peer-Assisted Literacy Strategies (PALS) enhanced reading performance of first-grade students, although not equally for all learner types. Students who were low-achieving who participated in both PALS and teacher-directed small-group mini-lessons benefited more greatly than students who participated only in…

Describes Peer-Assisted Learning Strategies for First-Grade Readers, a type of classwide peer tutoring designed specifically to help general-education teachers prevent, or at least reduce, early reading failure. A description of program components, empirical evidence of its effectiveness, and case studies are presented. (Author/CR)

Peabody Classwide Peer Tutoring is presented as an innovative, research-based instructional alternative that gives teachers greater flexibility to accommodate diversity while increasing students' opportunity to engage actively in meaningful, strategy-based reading practice. During 35-minute tutoring sessions, students participate in partner…

A study collected sociometric data in 39 second- through sixth-grade classrooms, 22 of which were engaged in Peer-Assisted Learning Strategies (PALS), a form of peer tutoring. Students with learning disabilities in PALS classes were more socially accepted than those in no-PALS classes and enjoyed the same social standing as controls. (Contains…

This review examined the literature on peer tutoring in reading with students with disabilities, using the methodology of best evidence synthesis. This approach combines positive aspects of meta analysis with traditional integrative review procedures. It requires all studies reviewed to meet stringent a priori standards. Analysis of the 11 studies…

Examines the effectiveness of Peer-Assisted Learning Strategies (PALS) for first-grade readers as a tool for enhancing reading achievement of different learner types, particularly low achievers. States that 10 teachers incorporated PALS into their reading program. Indicates all learner types were positively affected by participation in PALS, with…

This study of 67 intermediate grade students with reading difficulties found that students in a peer-mediated sustained reading condition performed better than peer-mediated repeated reading students and control students receiving typical reading instruction, on fluency but not on comprehension. No effect for the level of text difficulty was…

This study compared peer-assisted reading instruction, small-group teacher-directed reading instruction, and typically undifferentiated instruction for struggling first-grade readers. Results suggested that both peer-assisted and small-group teacher-directed instruction enhanced reading performance of struggling readers more than typical,…

The use of the Peabody Classwide Peer Tutoring (CWPT) method to accommodate diverse learners, in conjunction with curriculum-based measurement (CBM), is discussed. Peabody CWPT activities and CBM use in reading are addressed, and a case study illustrates how Peabody CWPT can be adapted based on CBM data. (SW)

This manual was developed as part of a project investigating the effectiveness of class-wide peer mediated reading instruction with middle grade students having mild disabilities and reading difficulties. It explains the procedures for introducing, implementing, and monitoring the project's version of repeated reading, in which pairs of students…

This manual was developed as part of a project that investigated the effectiveness of class-wide, peer-mediated reading instruction with middle grade students having mild disabilities and reading difficulties. It explains the procedures for introducing, implementing, and monitoring the project's version of sustained oral reading practice, in which…

This report studied intermediate grade students identified as learning disabled in a resource room setting to examine the effects of adapting repeated reading and sustained reading while manipulating level of text difficulty in a peer-mediated format. Twelve resource room teachers identified 67 students with learning disabilities and reading…